Making Your First Year a Success: A Classroom Survival Guide for Middle and High School Teachers

By Robert L. Wyatt and J. Elaine White

You’ve completed the course work, student teaching, and interviewing. The job is yours. Now what? The first weeks and months of a new teaching position can be the most demanding of your entire career. In this new edition of their bestseller, veteran educators Robert L. Wyatt III and J. Elaine White share a combined 50 years of teaching experience as well as insight and advice from hundreds of teachers in the field they have personally trained. Comprehensive yet concise, Making Your First Year a Success is expressly tailored to assist secondary teachers. Updated topics in this thoroughly revised second edition include:
Integrating technology into classroom activities
Connecting lesson planning and standards
Incorporating differentiation into the secondary classroom
Dealing with stress and nurturing yourself emotionally and physically
Whether starting fresh with your first group of students or revitalizing your commitment to the profession you entered many years ago, this handbook will easily become the well-worn reference you turn to again and again for quick tips, practical applications, and words of encouragement.

• Language: English
• Publisher: Skyhorse
• Release date: Jan 5, 2016
• ISBN: 9781510701014

Book preview

Introduction

Because both of us have had so many years of teaching experience, we thought we had some ideas that would help new teachers become effective, and even help those who had been around a while and needed to be rejuvenated. We had been there, done that, and it just seemed to us that it would be great if some of the forgotten pedagogy that we had taught in our education classes could be revisited in a compact little guide book. We coupled practical experience with these emphases from pedagogical skills. Anyone reading the book would know that we cared. After all, we were teachers long before we were professors.

So much criticism has been leveled at public education and how it is not meeting the needs of students. Those who criticize surely must understand that education is an evolving profession. As we learn more about teaching and learning, our practice grows and changes. Sometimes the changes are good and will show immediate improvement. Sometimes they take time, and improvement comes slowly. Sometimes the things we try are not effective, and they have to be abandoned. We have sifted through many such items and have filled this book with what we feel are the most effective, useful pedagogical skills.

The purpose of this book is to share the most exciting things we could about teaching. We wanted to help anticipate some questions you would face as a new teacher and to give you practical advice for making the first years of teaching successful.

With that in mind, we began talking about our book and our ideas to our own students. They said that in our pedagogy and professional education classes we had been talking about authenticity and empowerment, and they thought that our book idea sounded real enough and practical enough to be authentic. They thought that having a guide such as our book would help empower them to be effective teachers. We liked their use of authentic and empowerment, two items on which we had spent so much time in class.

In multiple conversations with our students, one took the old Chinese proverb about teaching a man to fish and rephrased it as a statement about teaching. We had heard it many times over the years, but it still makes sense and is excellent material for making a middle school and secondary teacher effective. He wrote, I want to teach because I have always heard that if you tell me, I will forget it; if you show me, I will remember; if you involve me, I will understand.

One of them compared a teacher to a savior,

I want to be a part of education because I know that education can save the world. It won’t make all of those we are about to teach geniuses, but we may change just one of their lives, and then that one may make such an impact that he or she will change the world.

One commented that teaching was

not a profession that you can leave at your workplace. It is so enjoyable that you make it both your profession and your hobby. When you think of teaching as a hobby, then you go to school every day thinking what fun it is to spend the day playing at your hobby. I want to go to work to play every day!

Their comments stirred our souls, and that is why we wanted to make them a guidebook for being effective. We offer it to you. We hope you can find some ideas that will help our newfound hobby bring you all the joy it has brought us.

We have learned that every teacher must have a plan, a guideline to bring that goal into some semblance of being. We feel that this new edition can help teachers in creating a plan of getting off to a good start. Yes, there are other ways to achieve this goal, and those other ways can work, too, if one is willing to put heart and soul into the effort of making ideas work. We have just articulated some thoughts on what has worked for us over the years. We have enhanced some thoughts, upgraded some thoughts, and rethought some thoughts. We trust we still have an easy-to-follow roadmap for a successful beginning for you to become a good teacher. We want to keep you in the profession, and we want you to be happy in it.

In this new edition, we told a few more actual stories to illustrate our points. We tightened up any references to theory because we wanted the book to be theory based, but we still wanted it to be a practical approach, not just theoretical. We updated using our approach to meet the expectations of No Child Left Behind. We updated our chapter on technology even though technology changes so rapidly that no book can keep absolutely current with those challenges. We added differentiation in the classroom and in lesson planning. We connected better to curriculum standards issued by the district, the state, and the national organizations, and gave you some ideas of how to achieve them using our guide. We recognized the need for more rigorous discussion on handling classroom management, and we reacted to those needs.

There is no panacea, no pill to make everything work the way that we think it should. We wish that we could just give you an ironclad rule instead of your having to take some of what we have said in the book and apply it to your needs as they arise. We do know that if you follow our thoughts, you will not be a failure. You may not be the teacher of the year your first year in the field, but you could be. The book is designed to renew ideas for those who have been teaching some time and who may need some reminders of the importance of being revitalized in their zeal for their profession. All of us can become complacent, so a little boost of new energy cannot be harmful.

Whatever we have achieved, we just wish you the best in whichever capacity you use the book. Know that we have believed and practiced these applications over our careers, and we have felt success and joy in our profession.

CHAPTER ONE

Surviving in School

YOUR OWN CLASSROOM

Every teacher remembers the first day of real school, the day when you walk into your very own classroom—no university supervisor, no mentor teacher—just you and your students. It is a moment filled with both anticipation and apprehension. You have years of preparation for this time. You have spent hours reading, observing, writing lesson plans, and practicing your role and skills. And yet as you wait for your students, you are just a little nervous. What will you do when you are left alone with these people? How will you negotiate this first year? How will you implement the things you’ve studied and learned? Will you be able to manage students? Will you know what to do in dealing with students and parents? Will you find a friend and mentor on the faculty? What happens if you make mistakes? Although your experience is unique, it is also similar to the experience of every new teacher. No one has faced that first year absolutely certain of what to expect or of how to handle the challenges inherent in teaching.

There are so many aspects to learning the ropes that it is really an ongoing process. This is critical to remember. Teaching is a dynamic rather than static process, and even career teachers have to change procedures or approaches periodically. As you work through your first year of teaching, realize that this initial time is really on-the-job training. Even after all the methods classes and pedagogical training, there is no way to be 100% prepared for teaching. All of your college preparation has helped you get ready to teach your subject, but you won’t actually learn all that’s involved in the profession until you are in a room, all alone, with no one to call on for help. The first year will be focused not so much on what you teach as on your learning about how to teach and about how school really works. And even though you may wonder if you aren’t more of a learner than a teacher at times during this first year, remember that you are involved in the process of learning to teach—a process that should last through your entire career.

One of the most important things to do during your first year of teaching is to be kind to yourself. Realize that it will take about 3 years for you to feel like you really know what you are doing. A former student called this week, excited about beginning her third year of teaching. You were right! she exclaimed. This is my third year, and I really think I know what I’m doing. That first year was rough, but I didn’t damage anyone, she chuckled. Last year was better, but I still felt a little unsure. This year, however, I am ready to start. I think I have it figured out, but even better than that, I know I can do this.

LOOKING AT AND SETTING UP YOUR NEW ENVIRONMENT

Many schools provide campus tours for new teachers. However, if your school doesn’t, you need to ask a colleague to do this for you. You could probably do it on your own, but a colleague can help you navigate the buildings smoothly. Some of the obvious places you need to locate are the principal’s office, faculty restroom, student restrooms, teachers’ lounge or workroom/copyroom, telephone for faculty use, cafeteria, counselor’s office, library/media center, and the school nurse’s office. You might also want to find the place where faculty members can make private telephone calls and the facilities that are away from the main building (e.g., music annex, agriculture complex, or technology lab).

Not only do you need a sense of where things are, but you also need to know the route your students will travel to come to your room. If a student tells you that she left homework in the music annex and that area is a great distance from your room, you may need to give the student a hall pass to use after the tardy bell has rung, or, depending on the circumstances, you may need to refuse the student’s request.

LEARNING SCHOOL POLICY AND PROCEDURES

Before you begin to create lesson plans or prepare your room, you need to become familiar with school policy and procedures. Most schools have student handbooks that they make available to students, teachers, and parents. Most also have faculty handbooks for teachers and staff members. If possible, you should ask for copies of these two handbooks as soon as you know you have been hired. These documents form the structure on which you will build your career in that district. Although neither document is entertaining reading (that’s why many students ignore the student handbook), you need to learn the contents of both to ensure that you know and follow the rules established by the district and to give yourself confidence in dealing with discipline. Knowing the rules and regulations before you even begin to think about classroom management and lesson plans will keep you from embarrassing situations. You don’t want to require something that goes against school policy.

CREATING AN INVITING ENVIRONMENT BY ATTITUDE AND DEMEANOR

The most important aspects of creating an inviting atmosphere are your attitude and demeanor. If you are glad to be teaching, your students will know. They can tell by the look in your eyes, the tone of your voice, and the way you move about the room. They will be interested because you are interested and excited because you are excited.

Although teaching is one of the most gratifying professions in our society, not every day will be a thrilling experience. There will be days when you come to school after a sleepless night. There will be days when you are not feeling well. There will be days when problems in your personal life will weigh heavily on your shoulders. Your students will know when you are not having a good day. However, bad days should be greatly outnumbered by excellent days. Teachers who love what they do and truly enjoy working with students have an opportunity to make a positive difference in their students’ lives and educations. Keeping that thought in mind is a basic element in creating an inviting environment.

WELCOMING STUDENTS

Your classroom should be an emotionally inviting place. If at all possible, you should be standing at the classroom door when students begin entering your room at the beginning of a period. Look each student in the eye and call him or her by name. It is possible for some students to spend the entire day without making any personal or positive contact with anyone. For example, a shy student whose parents do night-shift work may get up in the morning, have breakfast, get ready for school, and leave home without speaking one word to parents or siblings. When she gets to school, it is easy for her to avoid speaking to anyone. In your mind’s eye, can you see this person? She is so shy that it is an effort for anyone to get her to speak, so it’s easier for people just to ignore her. She moves from class to class all day, locked in her isolation. When the school day is over, she goes home to sleeping parents who get up in the evening and go back to work. Your greeting at the classroom door may be the only personal contact she has all day.

ANOTHER SCENARIO

Another scenario involves the belligerent student who seems to thrive on conflict. She is hateful and caustic to anyone who talks to her, and no one even wants to be around her. If you have developed the habit of greeting each student, even those who aren’t lovable, you may be the only positive contact she has during the day. It can be amazing to watch both shy and belligerent students change their behavior because they know you are going to greet them and welcome them to class. Shy students begin to lift their heads and look you in the eye as they walk in the door. Before long, they will initiate the greeting if you don’t. Belligerent students stop trying to instigate negative responses. They, too, begin to exchange greetings. For both types of students, that small, seemingly insignificant act of saying hello and calling their names helps them know that you are interested in them and that they are valuable to you.

Another